Deterring Plagiarism and Designing it out of
6 December, 09.00-17.00 or
two half days (09.00-12.00 and 13.00-17.00)
Managing plagiarism requires a holistic,
integrated approach with six elements. On the 6 December, you
are invited to a whole day event which deals with all six steps in
managing plagiarism: three in the morning and three in the
afternoon. You are welcome to attend either or both.
Managing plagiarism: Part One (09.00 -
The morning will look at:
- Making sure everyone understands - really
understands - what plagiarism is. This turns out to be
far from easy.
- Making sure students have the necessary
skills to 'do their own work' and to acknowledge the work of
others. This means more than telling them about
- Making sure programmes and assessment tasks
are not easy to find or fake. We cover three tactics for
designing assignments that make students work and warning about how
to avoid ones that do not.
Managing plagiarism: Part Two (13.00 -
The afternoon will look at:
- Using a range of tactics to identify when
students have not done the work. This will include sensible
ways to use software, and frequently misunderstood issues about
levels of proof and potential risks to 'spotters'.
- Determining the level of severity of a case
of plagiarism. Not all plagiarism is cheating - in fact,
probably the majority is not. Not all cheating is serious
cheating - though in 2013, the opportunities for bypassing the hard
work of learning are greater than ever. All plagiarism no
matter how serious is important and needs to be managed
- Creating policies and procedures fit for the
world of plagiarism in 2013.
students through partnership
and Ruth Furlonger
Student engagement now occupies a prominent
focus in UK universities. However it is a complex concept, and also
confused by the ambiguity between the term being used to describe
collective developments such as student representation rather than
how individual students engage. The notion of ‘students as
partners’ seems to be emerging as a way of integrating student
engagement and creating a different sense of positioning of
students and HE.
We have been creating such a model of students
as partners within the context of a large degree; including student
led policy making, peer mentoring, co-design of the curriculum and
many student led projects. We shall explore these concepts and
consider policies and practices which enhance engagement and
partnership but also problematise the issues.
For more information about these master
classes and speakers and for booking, please